EMPOWER: Enacting Materials to Promote OWnership, Engagement and Relevance

授权：制定材料，以促进责任感，参与和相关性 授权（制定材料，以促进责任，参与和相关性）是一个雄心勃勃的 该计划授权学生在当地社区实施变革。Next的介绍 美国的一代科学标准（NGSS）已经激发了许多努力， 设计和传播与国家地理科学系统相一致的课程材料。与NGSS一致的课程材料旨在 将科学教学从死记硬背转变为积极的共同构建思想， 教师和学生。然而，这些课程材料往往没有解决持久的， 种族、阶级、健康和环境因素之间的关系问题， 有色人种的学生在他们的社区。授权计划的目标是培养教师 调整和颁布课程材料，以解决和应对社会政治相关问题， 学生将参与，感兴趣，并授权在当地社区实施变革。 在EMPOWER计划中，我们将与3所核心合作学校的一批教师（约40名）合作 承诺使用NGSS对齐单元作为其中学科学的一部分的地区 课程。我们的行动理论是，支持教师了解他们的学生，他们的当地 教学环境和课程材料将导致1）教师的有效观点的转变 科学教学，2）教师调整课程材料以解决当地问题的能力，以及3） 学生对科学学习的主人翁感和参与感。这些变化是由2 在两种情况下进行多年的专业学习（PL）活动：1）参加为期一周的夏季 讲习班，以及2）在学年期间正在进行的颁布和反思周期。在 暑期工作坊，教师将调查学生当地的环境和健康问题， 社区，并利用这些知识来调整课程，直接将科学学习与这些 问题.在学年期间，教师将参与多个周期的制定和反思 与研究人员和他们的地区同事一起学习改编课程。在这两种情况下， 人工制品，调查和录像将被用来研究教师的信念和适应性的转变 课程教材的专业知识，以及学生在科学学习中的参与。在第三年，我们 我将与每个队列中的一部分教师（约20人）合作，共同开发一个开源视频案例 图书馆的课程调整，促进学生的所有权，参与和参与。的 EMPOWER计划的研究活动将导致开发一个开放源代码的视频 案例库，记录课程法规如何使学生能够解决人类和 社区的环境卫生问题。

EMPOWER: Enacting Materials to Promote OWnership, Engagement and Relevance EMPOWER (Enacting Materials to Promote OWnership, Engagement and Relevance) is an ambitious program that empowers students to enact change in their local community. The introduction of the Next Generation Science Standards (NGSS) across the United States has spurred numerous efforts to design and disseminate NGSS-aligned curriculum materials. NGSS-aligned curriculum materials aim to shift science instruction away from rote memorization and toward the active co-construction of ideas by teachers and students. However, these curriculum materials often do not address the persistent, and problematic relationships between race, class, and health and environmental factors that minoritized students of color face in their communities. The goal of the EMPOWER program is to prepare teachers to adapt and enact curriculum materials to address and respond to issues of sociopolitical relevance, so that students will be engaged, interested, and empowered to enact change in their local community. In the EMPOWER program, we will work with a cohort of teachers (~40) in 3 core partner school districts who have committed to using NGSS-aligned units as part of their middle school science curriculum. Our theory of action is that supporting teachers’ understanding of their students, their local teaching contexts, and the curriculum materials will result in shifts in 1) teachers’ views of effective science teaching, 2) teachers’ capacity to adapt curriculum materials to address local issues, and 3) students’ sense of ownership and engagement in science learning. These shifts are mediated by 2 years of professional learning (PL) activities across two contexts: participation in 1) week-long summer workshops, and 2) ongoing cycles of enactment and reflection during the academic year. In the summer workshops, teachers will investigate the environmental and health issues in students’ local community and use this knowledge to adapt the curriculum to directly connect science learning to these issues. During the academic year, teachers will engage in multiple cycles of enactment and reflection on the adapted lesson with researchers and their district colleagues. Across these two contexts, artifacts, surveys and video recordings will be used to study shifts in teacher’s beliefs and adaptive expertise with curriculum materials, as well as students’ participation in science learning. In Year 3, we will work with a subset of teachers in each cohort (~20) to co-develop an open source video case library of curricular adaptations that promote students’ ownership, engagement, and participation. The research activities of the EMPOWER program will result in the development of an open source video case library that documents how curriculum enactments empower students to address human and environmental health issues in their community.